THE CURRICULUM AT HARTFORD HIGH SCHOOL

INTRODUCTION

The curriculum at Hartford High School provides the challenges which lead to academic success whilst recognising the worth of all individual achievement. Curriculum development and review is part of a whole school strategy for improvement at the heart of which is the personal development of all pupils. As a school specialising in Languages and Sport these subjects are necessarily a key part of our curriculum; however, we remain committed to the provision of a broad and balanced education for all of our pupils.

CURRICULUM AIMS AND OBJECTIVES

We aim to provide a curriculum which allows pupils to leave Hartford High School equipped with the skills which will enable them to continue learning and lead effective lives in the 21^st Century; so that they are ‘Fit for the World’.

Curriculum changes from 2008 require schools to deliver Personal Learning Thinking Skills (PLTS) such as:

• Team Working
• Reflective Learning
• Independent Enquiring
• Self Managing
• Creative Thinking
• Effectively Participating

We subscribe to these PLTS fully and seek to embed them within our curriculum

Curriculum changes from 2010 has meant the introduction of new style GCSE with functional skills and controlled assessment.

From September 2010 many foundation level and level one courses at Key Stage 4 have transferred to foundation learning. Including the IFP and the YES project.  Key stage 4 engagement has now finished.

Our objectives are:

1. To deliver a curriculum that is broad and balanced:

• Meets National Curriculum and Statutory requirements
• Follows the National Curriculum Programmes of Study
• Defines a core curriculum to which all pupils are entitled, regardless of gender, race, creed or disability.
• Allocates time to subjects such that delivery of all aspects of the National Curriculum, including Statutory Requirements, is enabled whilst allowing for choice and flexibility
• Provides alternatives to GCSE accreditation

2. To raise standards by:

• Setting targets that are challenging
• Encouraging aspiration
• Providing academic challenge where appropriate
• Providing enrichment and extension opportunities
• Implementing, where practicable, the setting of pupils by ability so that individuals who share similar needs can have appropriate learning experiences

3. To meet individual needs through:

• Early identification of Special Educational Needs (including the Gifted and Talented) 
• Intervention and ‘catch-up’ strategies 
• A flexible approach to the curriculum, within the constraints of available resources, which allows for progression to multiple pathways post-16  
• Provision of  support and guidance for individual pupils  
• The use of assessment to develop individual learning plans and pathways.  

THE CURRICULUM IN KEY STAGE 3

THE CURRICULUM IN KEY STAGE 4

Entitlement and choice at Key Stage 4 2008-2009

• All pupils who entered Key Stage 4 2008 -2009 have access to the Core Curriculum; the entitlement areas of the arts, the humanities and Design and Technology
• Pupils also have access to non-GCSE vocational courses

HARTFORD HIGH SCHOOL

TEACHER ASSESSMENTS

• CRU (Central Records Update) grades are awarded for Attainment and Effort.
• CRU grades are issued termly for Years 7,8, 9, 10. Year Year 11 have two per year and estimated grades are also issued.
• Curriculum Leaders monitor CRU grades against target grades for each group after CRUs are published.
• CRU grades are compared to Expected Progress targets so that pupils who are not progressing towards their expected level can be identified.
• Half termly monitoring meetings between Curriculum Leaders and SLT line management link specify a schedule for tracking pupil progress and identifying groups and individuals above/at or below target. Action plans for individuals and groups below target are drawn up and reviewed at these meetings

TUTOR INVOLVEMENT IN PROCESS

• Tutors use tutor time to speak with pupils, review and monitor progress across all subjects.
• Tutors identify those needing closer monitoring – this may involve being attached to Tutor / HoH / Pastoral Managers / Non Tutor / SLT member.
• Progress Days are held in September for years 8,9,10 and 11 and January for year 7 only where tutors meet with pupils and parents to review academic progress and set 3 agreed targets to help ensure progress is maintained.

 HARTFORD HIGH SCHOOL

ASSESSING PUPILS’ WORK

• Assessments form the basis of CRU levels/grades.
• Departments will designate an agreed number of specific Assessments
• Assessments will be graded to show attainment against NC Criteria at KS3, GCSE Level at KS4 or End of Course level in KS4 non GCSE subjects.
• Assessments take the form of either an Assignment or Test.
• Assignments takes the form of a set task that can be graded as described above
• Tests are of knowledge, skills or concepts that can be graded as described above.

• Pupils will know in advance of the requirements of assessments.  They will receive a written comment on their work which relates to these requirements and which states:                 what has been done well
                                        what needs to be improved
                                        how this improvement will be made

• Such written comments will also be given to work completed in class or at home

• Only “Assessments” receive a level (KS3) or grade (KS4).  These will relate directly to target levels/grades.

• Frequency of “Assessments”

• At KS3: Core subjects will have at least two “Assessments” per half term

              All other subjects will have at least one “Assessment” per half term

• At KS4: All GCSE subjects will have at least two “Assessments per half term”

• At KS3 the attainment indicates the level attained at that time. The CRU will take into account previous CRU grades.  The expected level will be what they should head towards at the end of Year and Key Stage.

• At KS4 the attainment indicates what the pupil has achieved so far.  Each CRU should be an amalgamation of the previous CRU grades.

CHECKING PUPILS’ WORK

HOW OFTEN?

Pupils’ work will be checked regularly at least every two weeks.  There should be some indication that this has been done this may include a tick, signature or a written comment

PRESENTATION

Every piece of work should be properly set out with a title and date and be properly underlined.

PURPOSE OF CHECKING PUPILS’ WORK

Checking ensures that the work has been completed to the pupil’s ability.  Checking is different to assessing which involves targeting through written comments on work.

CORRECTION

Significant errors of English and subject knowledge are corrected depending on the needs and abilities of the, pupil these will especially include key terms of the subject.

MONITORING THE ASSESSING AND CHECKING OF WORK

• Curriculum Leaders will monitor that this policy is observed by :
  • Collecting classwork/homework/assessments from a sample representing  a range of levels/grades of every teacher in the department as part of the termly monitoring programme.
  • Standardising assessments in departmental meetings by setting aside time for this purpose and storing these standardised assessment tasks to build up a portfolio for departmental reference
     
• The Senior Leadership Team will monitor that this policy is observed as they will discuss the termly monitoring programme as part of regular meetings with the Curriculum leaders.

HARTFORD HIGH SCHOOL

• Curriculum Leaders are responsible for placing pupils in appropriate sets.
• Depending on Curriculum requirements, non core subjects are banded together and therefore are required to set across multiple curriculum areas.
• A setting review takes place twice a year. These should be implemented so as to take effect at the start of September (Half Term 1) and February Half Term (Half Term 4)

• All Decisions concerning setting will take into account Ability at KS2 / Performance in CAT tests taken in Year 7 / and the most recent CRU Attainment Grades.

• Professional judgement is still required to ensure the individual child’s needs are accounted for.

• HARTFORD HIGH SCHOOL

• An indication of Expected Progress (target) is set for each child in each subject.
• At KS3 Expected Progress is reported in National Curriculum sublevels.
• At KS4 Expected Progress is reported in GCSE grades.
• In non GCSE subjects such as Entry Level or BTEC qualifications, Expected Progress is reported in levels appropriate to the final grading of that subject.

KEY STAGE 3

• End of Key Stage 3 target is calculated from FFT D data based upon KS2 test results and CAT tests that take place for Year 7 during the Autumn term.
• An estimated starting point for each pupil in each subject is calculated during the Year 7Autumn term based upon KS2 test results and departmental assessments where appropriate.
• End of year and termly targets are calculated in uniform steps from the Estimated Starting point to End of Key Stage 3 Target.

KEY STAGE 4

• FFT data from KS 2 and KS3 tests are used to calculate a lower FFT target (SE40) and a higher FFT Target (SE20). Pupils that make higher than expected progress during KS3 have FFT data based upon KS3 to KS4. This data can be found on the Target Setting Sheets for individual classes.
• Class teachers convert this data into Minimum and Challenging targets which are shared with parents and pupils on CRU sheets termly, Yearly Reports and Progress Day.
• Minimum targets are set in line with or above FFT lower.
• Challenging targets are set in line with or above FFT higher.

KEY STAGE 3 EXPECTED PROGRESS TARGETS

The end of KS3 target describes a benchmark of what other pupils have achieved with similar KS2 scores. If a child is surpassing an end of KS3 target, what they actually are doing is PROGRESSING at a quicker than expected rate.

Performance in KS2 tests are used as an indication of expected progress throughout KS3. The Local Authority provides schools with information on expected levels of progress for each pupil in each KS3 subject based upon the attainment of previous year groups nationally.

The expected progress for each pupil is calculated to be in line with the attainment shown by other pupils who attain exactly the same KS2 results. One expected progress target per subject is sent for each child. A second “challenging target is set by subject staff, if a pupil exceeds that end of year expected progress target. The expected progress targets also take into account other factors including gender and date of birth.

At Hartford High School we use the second target (25^th percentile). A pupil that matches their expected progress target is performing in line with the top 25^th ranked pupil out of 100 in England who entered KS3 with identical KS2 scores.

As such the expected progress targets should be viewed as a benchmark which indicates how well a pupil is performing in relation to their prior attainment.

KEY STAGE 4 EXPECTED PROGRESS TARGETS

At KS4 the Local Authority provides us with percentage chances of pupils attaining GCSE grades in each externally examined subject. We have trialled and now adopted a process that allows teachers of KS4 to provide minimum and challenging targets based upon staff’s knowledge of pupils, but also ensuring these targets are at least in line with targets determined from KS2 and KS3 results.

REPORTING CALENDAR 2009 - 2010